研究表明，学生以积极行为支持的形式参与将是有益的。对学生进行积极行为干预的结果是，他们能够更好地应对他们的教育(Sugai et al .， 2000)。这些干预措施通常被认为是学校的计划政策和战略。这些评估是基于对被录取学生的仔细评估、他们的要求和需求以及从他们的家庭和环境中收集到的需求信息。虽然要使它们达到传统教育制度的水平仍有一定的挑战，但特殊需要学校所采用的具体战略将使其取得成功。Zima等人(1994)在他们的研究中指出，儿童的行为问题可能导致他们的教育延迟。研究对象为社会经济条件较差的学生。学生的行为问题，加上他们无法进入能够帮助他们处理行为问题并继续学业的学校，导致了人们的担忧(Zima et al .， 1994)。他们不仅能够实现自己的教育目标，而且随着时间的推移，他们还会出现更严重的行为障碍，甚至更糟糕的社交活动。
Special needs educational institutions exist to bring the students up to par with the standardized curriculums used for children across all schools either at the district or national level. The children with special needs might have the needs focus with respect to language, or some form of educational requirement, behaviour, mental health condition, etc. There are many education providers who will help the students to meet their needs in the NSW education system. The aim of this report is to identify one such institution that caters to the needs of a specific segment of student and show through an analysis of the institution, the diversity of education provision in NSW and the challenges encountered in meeting student needs.
Characteristics and Needs of Children: Requirement for Special Strategies
This would enable the teacher to have more direct access to the student and vice versa. The teacher would be able to understand the needs of the child and the child (student) will be able to communicate better to the teacher now that they receive better attention. The children with social behavioural needs will need to have special educational strategies that cater to their specific requirement (Turnbull, 1995). The school in having teachers have more one on one interaction with the student will be able to understand the student specific need and design education strategy accordingly. In the long term, these students would be able to return to traditional learning environment. So in many ways this form of school is designed to help the children during a short time period. Children can take up testing at the general NAPLAN levels after a few years with the school.
Research indicates that student engagement in the form of positive behaviour support will be helpful. The use of positive behaviour intervention for students results in them being able to cope up with their education better (Sugai et al, 2000). The interventions are usually considered as planned policies and strategies of the school. They are based on a careful evaluation of the students being in taken, their requirements and needs and information on needs collected from their families and environment. While there would still be a certain amount of challenges associated with bringing them up to par with the traditional education system, the specific strategies used by special needs schools would make it a success. Zima et al (1994) in their research indicate that the behavioural problems of children could lead to them having educational delays. The research was conducted with students in underprivileged social and economic background. The behavioural problems of the students combined with their lack of access to schools that could help them to cope with behavioural problems and also pursue their education leads to concerns (Zima et al, 1994). They would not only be able to meet their educational objectives but with time are also seen to fall into worse behavioural impairments and even worse social engagements.